WorldCat Identities

Klein, M. Frances

Overview
Works: 25 works in 72 publications in 1 language and 3,386 library holdings
Genres: Handbooks and manuals  Academic theses 
Roles: Author, Editor
Classifications: LB1570, 370.973
Publication Timeline
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Most widely held works by M. Frances Klein
Behind the classroom door by John I Goodlad( Book )

12 editions published between 1970 and 1974 in English and held by 829 WorldCat member libraries worldwide

This paperback book by staff members of the ucla University Elementary School describes and interprets an observational study of childhood schooling (k-3) in the United States. Chapter 1 summarizes some of the organizational, curricular, and instructional practices and values which have been widely recommended for childhood schooling and which one might reasonably expect to be substantially implemented there. Chapter 2 describes the procedures of data collection and analysis for this observational study of 158 classrooms in 67 schools in 26 school districts in or around major cities of 13 states with a nationwide geographic spread. (Forms for interviews with teachers and principals and for observation of classroom activities are appended.) Chapter 3 summarizes materials from raw data on schools and resources, classroom practices, curricular provisions and practices, significant problems, and change and innovation. Chapter 4 contains conclusions and generalizations based on expectations outlined in Chapter 1: educational objectives and school function, learning how to learn, subject matter, instructional materials, individual differences, principles of learning and instruction, classroom interaction, norms and standards and evaluation, human resources and locus for schooling, curricular balance. Chapter 5 sets forth further ideas on the conduct and reconstruction of schooling in the U.S. (Author/JS)
The changing school curriculum by John I Goodlad( Book )

8 editions published in 1966 in English and held by 549 WorldCat member libraries worldwide

Developments in elementary and secondary school curriculum revision from 1950 to 1963 are reviewed and evaluated. School visitations, progress reports, project critiques, and interviews and correspondence with project directors were used to obtain information about curriculum development projects. Project descriptions generally include--(1) a brief historical review, (2) an explanation of the rationale and major theme, (3) materials developed, and (4) current status and future plans. Mathematics, social sciences, physical and biological science, and health education projects are considered. A final section is devoted to (1) educational objectives, (2) curriculum organization and evaluation, and (3) instruction. The report also includes a comprehensive annotated bibliography. This document is also available from the fund for the advancement of education, 477 madison avenue, new york, new york 10022, at no cost. (Ag)
Early schooling in the United States by John I Goodlad( Book )

7 editions published in 1973 in English and held by 548 WorldCat member libraries worldwide

Curriculum reform in the elementary school : creating your own agenda by M. Frances Klein( Book )

4 editions published between 1988 and 1989 in English and held by 524 WorldCat member libraries worldwide

The Politics of curriculum decision-making : issues in centralizing the curriculum( Book )

5 editions published in 1991 in English and held by 508 WorldCat member libraries worldwide

About learning materials by M. Frances Klein( Book )

5 editions published in 1978 in English and held by 271 WorldCat member libraries worldwide

This handbook is intended for those persons who have the responsibility for selecting learning materials for student use. The primary emphasis is on learning materials intended for wide distribution, such as those produced by commercial publishers. An annotated listing is provided of approximately 40 resource publications dealing with the identification and evaluation of instructional materials. Problems in developing and evaluating learning materials, as well as major issues in the instructional materials field including the curriculum reform movement, are discussed. Appended is an article by Richard I. Miller entitled "Selecting New Aids to Teaching." (Author/STS)
Evaluating and choosing curriculum and instructional materials by Louise L Tyler( Book )

2 editions published in 1976 in English and held by 64 WorldCat member libraries worldwide

How to study a school by M. Frances Klein( Book )

1 edition published in 1983 in English and held by 45 WorldCat member libraries worldwide

Evaluation of instruction : measurement of cognitive behavior as defined by the Taxonomy of educational objectives by M. Frances Klein( Book )

4 editions published between 1965 and 1970 in English and held by 11 WorldCat member libraries worldwide

A study of curriculum decision making in eighteen selected countries by M. Frances Klein( Book )

2 editions published in 1978 in English and held by 5 WorldCat member libraries worldwide

The processes involved in curriculum development in 18 curriculum centers are explored in this study. Most, but not all, were national centers sanctioned in varying ways by the government in the following countries: Chile, Ethiopia, Finland, Ghana, Hungary, India, Iran, Israel, Japan, Kenya, Korea, Malaysia, New Zealand, Norway, Spain, Sweden, Thailand, and Venezuela. Data were obtained by a questionnaire and by interviews of personnel of selected curriculum centers. The processes utilized, what decisions are made, and who makes them were the major concerns of the study--not the products of curriculum planning. Individual countries are not identified in the data analysis and data are presented in tables as raw numbers with 18 as a base for each response. The study results are clustered into three broad categories for reporting: a general description of the centers, levels of decision-making, and organization of, and choices among, curricula. The processes used in curriculum development seem to consist of a one-way street from the Ministry, university, and center down to the local school, to the teacher, and finally to the student. There do not appear to be many opportunities for the local concerns of faculties, parents, and students to be communicated to those most involved at the societal level of curriculum development. The questionnaire and a list of the respondents are in the appendix. (Author/MLF)
State and district curriculum guides : one aspect of the formal curriculum by M. Frances Klein( Book )

3 editions published between 1980 and 1983 in English and held by 5 WorldCat member libraries worldwide

A total of 122 state and 147 school district curriculum guides were obtained and analyzed for their coverage of specific subject areas in elementary and secondary schools. The dates of the guides ranged from 1961 to 1978. Analysis is provided of the state and district guides across all subject areas as well as within each subject area. The subject areas covered are: (1) the arts; (2) English, reading, and language arts; (3) mathematics; (4) physical education; (5) science and health; (6) social studies; (7) vocational/career education; and (8) general (not subject-area based) guides. Guides in two other subjects, foreign languages and interdisciplinary studies were provided from states in the sample. The framework for analyzing the curriculum guide characteristics included the categories of purpose and rationale, authorship, goals and objectives, materials, content, activities, evaluation, time, space, individualization, decision making, suggestive/prescriptive tone, and special features. Conclusions are stated dealing with inconsistencies in terminology and methodology, emphasis on cognitive attainments, differences in focus between state and district guides, and the function performed by the curriculum guides. (FG)
Recommendations for curriculum and instructional materials by Louise L Tyler( Book )

3 editions published between 1971 and 1976 in English and held by 5 WorldCat member libraries worldwide

Characteristics of good schools in America by Jack Rimmel Frymier( Recording )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

Two speeches delivered at the annual conference of the ASCD in Houston, Texas in March, 1983, on the Good Schools Project. Characterizes a good school
Teacher perceived sources of influence on what is taught in subject areas by M. Frances Klein( Book )

2 editions published between 1980 and 1983 in English and held by 3 WorldCat member libraries worldwide

A Perspective on Improving the Effectiveness of Curriculum Materials by M. Frances Klein( Book )

2 editions published in 1975 in English and held by 2 WorldCat member libraries worldwide

Possible methods of improving the effectiveness of curriculum materials are listed and analyzed. Three factors are identified as heightening concern over effectiveness: the quantity of materials available, increasing decentralization of schooling, and the accountability movement. Basic issues discussed include evaluation of learning materials, methodology to be used in improving effectiveness, improving the channels of communication among the various groups concerned with the movement, and the development of alternative models by which learning materials can be improved. (Sk)
Teacher Perceived Sources of Influence on What is Taught in Subject Areas. a Study of Schooling in the United States. Technical Report Series, No. 15 by M. Frances Klein( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Elementary and secondary school teachers were asked to rate the sources that influence their decisions on what they teach in their subject areas. Possible influential sources were identified as: (1) district consultants; (2) state or district recommended textbooks; (3) state curriculum guides; (4) commercially prepared materials; (5) teachers' own background, interests, and experiences; (6) other teachers; (7) students' interests and abilities; (8) parent advisory council; (9) state equivalency exams; (10) district curriculum guides; and (11) teachers' unions. Teachers' subject areas were: (1) the arts; (2) English, reading, and language arts; (3) mathematics; (4) physical education; (5) science; (6) social studies; (7) foreign languages; and (8) vocational/career education. Two sources were reported as having high influence across all subject areas: teachers' own background, interests, and experiences and student interests and abilities. Four sources were rated low in influences across all levels (elementary, junior high/middle, and high school): district consultants; parent advisory councils; state equivalency exams; and teacher unions. Summaries are presented of influential sources on each of the subject areas at each teaching level along with analyses of apparent trends in teachers' responses to the sources. Tables are appended displaying percentages of teachers reporting the degrees of influence by subject area and levels of schooling. (Jd)
Teacher Effectiveness as Perceived by Elementary School Students An Aspect of the Experiential Curriculum by M. Frances Klein( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

During the hours progressively spent by elementary school students through sixth grade, their contact with teachers is intense. The influence of the teacher upon a student's life is perhaps greater at this time than at later ages when the peer group replaces adults as a significant factor at school. Thus, the amount of time spent in the elementary school, the age of the students, and the influence of the teacher upon the student make the student's view of the elementary school experience a very important factor to study and understand more fully. This paper reports selected data which examines several elementary school classrooms in order to "see" them as those students, teachers and observers reported their perceptions through the research instruments from a Study of Schooling (Goodland, and others). Much of the data reflect the experiential curriculum--what the student perceives he or she is experiencing and learning in a particular classroom. Such data are augmented by that taken from the questionnaires administered to the teachers and by data collected by research observers in those classrooms. (Author/GK)
Perspectives of Curriculum by M. Frances Klein( Book )

1 edition published in 1975 in English and held by 2 WorldCat member libraries worldwide

A model has been developed that proposes five different perspectives on the curriculum--the ideal, formal, perceived, operational, and experiential. Each perspective has a different data source, and it is hypothesized that each perspective will produce a different picture of "the curriculum." Data collection for a national study of schooling will be guided by this general model as well as by a grid containing more specific dimensions that allow for the documentation of discrepancies that exist in the varying perspectives. The methodology for the study will include a naturalistic description of curricular phenomena in the classrooms and schools studied as well as quantifiable ratings of operationally defined variables. (Author)
Characteristics of good schools in America by Jack Rimmel Frymier( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

A discussion of the Good Schools Project, which attempts to establish criteria of school effectiveness
State Legislated Curriculum Assessing the Impact of the Shift in Locus of Authority. Interpretation from the Perspective of a Curriculum Theorist by M. Frances Klein( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

This paper discusses state control over curriculum relative to two general schools of curriculum theorists. The traditionalists employ a behavioristic social science orientation and attempt to develop curriculum theory with laws and principles tested through research. Reconceptualists reject the behavioral science model and attempt to reconceptualize the field of curriculum theory using disciplines such as the arts, literature, religion, and humanistic psychology as a basis for theorizing curriculum. Assumptions and consequences of state control over curriculum in relation to these two broad groups of curriculum theorists are discussed under five major categories: (1) the nature of knowledge, (2) purposes of the explicit curriculum, (3) messages students receive from the implicit curriculum, (4) what is not being taught or the null curriculum, and (5) the planning of curriculum based upon the fundamental elements of the field. Myths about curriculum that must be discarded with the shift in curriculum control to the state are identified. However, the shift of control of the curriculum back to local districts is advocated. A bibliography is included. (WTH)
 
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The Politics of curriculum decision-making : issues in centralizing the curriculum
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Alternative Names
Klein, M. Frances

Languages
English (66)